IMPROVING READING COMPREHENSION THROUGH APPLICATION AND TRANSFER OF READING STRATEGIES Nicole Pesa Sarah Somers A Research Project Submitted to the Graduate Faculty of the School of Education in Partial Fulfillment of the Requirements for the Degree of Master of Arts in Teaching and Leadership Saint Xavier University & Pearson Achievement Solutions Chicago, Illinois May 2007
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IMPROVING READING COMPREHENSION THROUGH APPLICATION AND TRANSFER OF READING STRATEGIES
Nicole Pesa Sarah Somers
A Research Project Submitted to the Graduate Faculty of the School of Education in Partial
Fulfillment of the Requirements for the Degree of Master of Arts in Teaching and Leadership
Saint Xavier University & Pearson Achievement Solutions
Chicago, Illinois
May 2007
i
Abstract This study describes a program designed to improve reading comprehension through the selection, application, and transfer of appropriate reading strategies with both fictional and informational texts. The targeted population consisted of seventh and eighth grade middle school students in a middle-class community in the western suburbs of Chicago, Illinois. The status of the family incomes ranged from low to middle levels. Evidence of the existence of the problem included: student, parent, and teacher surveys, below grade-level scores on the Holt Rinehart Winston Diagnostic Assessment, and failure to meet adequate yearly progress (AYP) state assessment goals. Analysis of probable cause data revealed that students showed a needed improvement in reading comprehension related to the lack of application of reading strategies. Assessments and teams of teachers reported student difficulty in transfer of reading strategies to content area subjects. This may have been due to the absence of explicit instruction for reading strategies, in addition to unwillingness among teachers to work collaboratively in creating opportunities to use the reading strategies across curriculums. A review of the solution strategies suggested by the professional literature, combined with an analysis of the settings of the problem, resulted in a movement to administer explicit instruction of reading strategies to help students select and apply the proper reading strategies while reading fictional and informational texts. Ultimately, the design of this study was to establish ease with reading comprehension and the transfer of life-long reading skills. Post intervention data indicated an increase in the awareness and application of reading comprehension strategies on the post-study assessments; however, observations from each teacher researcher indicated students struggle to recall and consistently apply reading comprehension strategies independently. Furthermore, content area teachers/colleagues confirmed the students’ inability to transfer and apply the reading strategies to their curriculum.
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TABLE OF CONTENTS LIST OF TABLES………………………………………………………………………………. v
LIST OF FIGURES………………………………………………………………………………vi
CHAPTER 1: PROBLEM STATEMENTS AND CONTEXT………………………………….. 1
General Statement of the Problem……………………………………………………….. 1
Immediate Problem Context…………………………………………….……………….. 1
The Surrounding Community…………………………………………….……………… 4
National Context of the Problem…………………………………………….…………... 7
CHAPTER 2: PROBLEM DOCUMENTATION……………………………………………….11
Figure 5. Comparison of Student Reading Comprehension Surveys, Classroom B
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Teacher researchers attributed the progress in these areas to student familiarity with these
strategies. A combination of the students’ prior knowledge of these strategies, along with
consistent prompts to utilize the strategies before, during, and after reading, led to the
autonomous use of the said strategies. Classroom B statistics supported this in which 10.3 % of
its students made inferences more frequently.
Parent Comprehension Post-Survey- January 2007
Parents were also presented with a post-survey to gauge their observations of reading
strategies at use within the home environment (Appendix Y). In Part I of the survey, parents
were asked to share their beliefs about their student’s reading ability by answering yes or no for
each question. The parent feedback from Part II of this study reflected parent observations. This
information was assessed through a scale of: once/week, sometimes, or never. Statistics show
that communication about comprehension techniques increased by 21.1% in Classroom A and
23.0% in Classroom B throughout the course of the study. However, teacher researchers believe
parents were encouraged to respond affirmatively, aware of the focus on reading strategies
within these classrooms. In addition, parents reported 43.9% of the Classroom A students and
46.7% of the Classroom B students used note-taking strategies at least once/week to enhance
comprehension during the reading process. These note-taking tools contributed to 50.0% of the
students of Classroom A and 56.8% of the students in Classroom B sometimes making
connections to other things they’ve read or heard about. Despite the fact that approximately one-
half of the students involved in this study utilized this strategy sometimes, a third of the parents
reported never observing their students making connections. This data confirms the teacher
researchers’ observations that some students will apply strategies while in guided settings;
however, they remain reluctant to transfer and utilize the acquired skills independently. Other
55 possible explanations for the shift in parent statistics from the pre-study survey point to the
parents’ lack of familiarity with the concepts taught, obligations which detracted from time spent
with their student, and in some cases, a language barrier that prevented communication regarding
learning.
Considering Comprehension Teacher Survey- January 2007
Staff members who worked on the same team with each teacher researcher completed a
post-study survey (Appendix Z), which asked them to reassess the use of reading in their
classrooms at the conclusion of this study. Teachers rated the frequency of student use in
regards to reading strategies based on the following scale: frequently (3), sometimes (2), and
never (1). Of the reading strategies included on this survey, results illustrated that students either
maintained the use of all the specified strategies or increased the frequency of application. This
information supports the other post-study measurements which prove growth in the awareness
and usage of reading strategies.
Holt Rinehart Winston Diagnostic Reading Assessment- January 2007
Each teacher researcher administered a reading comprehension diagnostic assessment
appropriate for their grade level to determine the strengths and weaknesses of the readers at the
culmination of the study. Once again, the text selections presented on the diagnostic assessment
included both fictional and informational passages. All questions were designed to measure
specific reading strategies. The strategies included: self-monitoring, visualizing, questioning,
determining importance/main idea, making connections, inferring, and synthesizing.
In both Classrooms A and B, the post-assessment data reflects that students’ reading
comprehension improved throughout the study, as supported by an increase in correct responses
on questions linked to all of the reading strategies. Coincidentally, these post-statistics
56 demonstrate growth in the same three strategies (self-monitoring, visualizing, and making
connections) for both Classrooms A and B.
Table 7
Top Three Areas of Growth on the Holt, Rinehart, Winston Reading Diagnostic Assessment
Classroom A Response Increases
Classroom B Response Increases
Self-monitoring 3.2% 5.1% Visualizing 4.9% 4.0% Making Connections 3.8% 4.4%
The improvement in these areas can be explained by the fact that they require less intensive
thought patterns; thus, students’ have prior experiences in working with these strategies.
Furthermore, the teacher researchers view these scores as proof that the interventions supplied to
the students (i.e. graphic organizers) encouraged a transfer to independent, and inherent, use of
the strategies.
Student scores demonstrated advancement in the areas of all reading strategies; however,
more minimal increases were in the areas of determining importance/main idea, inferring, and
synthesizing. Teacher researchers conclude that, due to the difficult nature of these strategies
and the need for higher-level thinking, students still need more experience in applying these
strategies independently.
Questions were classified into the following four categories: closed questions (questions
from which answers can be found directly stated in the text), open questions (answers can be
found within the text, but may require searching), complex questions (answers which require
inferential thinking), and Socratic questions (answers which demand prior knowledge to form
text-to-world connections). On the pre-assessment, students found most success with answering
the closed questions, as expected because the answers were readily available in the text.
57 However, on the post-assessment the greatest margin of increase was found in open questions in
both Classrooms A and B. This data supports that students ascended a level of questioning
throughout the duration of the study. Teacher researchers acknowledge that the students made
an expected progression through the four major types of questions. Complex and Socratic
questions demand more sophisticated thinking and the application of inferring and synthesizing,
both strategies which students remain less comfortable utilizing.
Conclusions and Recommendations
Based on the student, parent, and teacher surveys, the Holt Rinehart Winston Reading
Diagnostic assessment, and teacher researcher anecdotal records, the results revealed an overall
improvement in reading comprehension. In addition, the results indicated that students
understood the need to approach reading as a process in which they must apply the appropriate
methods. With this realization, students applied reading comprehension strategies more
regularly.
The teacher researchers found the reader’s workshop framework a useful approach to
measure student comprehension and provide differentiated instruction. However, the study
proved in its results that this was only a single component; without the cooperation of content
area teachers, students would not recognize the importance of transferring reading strategies to
read text outside of the language arts classroom.
The researchers were discouraged to discover their colleagues’ lack of follow-through,
who initially appeared willing to integrate the terminology of reading strategies in their
classrooms. Therefore, the teacher researchers recommend promoting the incentives of unified
comprehension strategy application, in order to break down the barrier of resistance presented by
teachers of different content areas. Additionally, the teacher researchers found themselves
58 frequently falling behind the weekly schedule outlined in the action plan, as students were not
adequately prepared to process higher-level strategies. Hence, it would be advised that language
arts teachers plan for additional time to transition from one strategy to another.
After witnessing resistance on the part of their advanced students early in the study, each
teacher researcher believed that the initial step to achieve higher-level comprehension involved
student awareness of their abilities as a reader. That being said, the teacher researchers also
recognized that a quicker transition to the guided and independent phases of reader’s workshop
would be necessary should the study be conducted again.
In effect, based on the research conducted in this study, students’ comprehension
appeared to increase with the application of reading strategies when teacher-modeled and/or
guided by graphic organizers. Furthermore, the importance of support from content area
teachers would be essential to any studies conducted of this nature.
Reflection
This action research project provided an opportunity to explore educational issues worthy
of inquiry and aided the teacher reserachers in maintaining their professional goal to update their
methodologies and philosophies. The formation of the initial action research question allowed
the teacher researchers to examine and analyze the problem at a national level.
In addition, this project presented important information, leading to a greater awareness
in regards to classes, school, and district demographics and the impact of this data. Analysis of
the three communities which fed into the site school, led the teacher researchers to recognize
significant differences between each respective area. This data enhanced instructional methods.
In retrospect, the action research process identified the problem within several different contexts:
the seventh and eighth grade, district, and at a national level. Sharing the results and findings of
59 this research with fellow colleagues allowed the teacher researchers to earn respect and evolve
into true educational professionals. As a result of this research, the researchers feel more
confident and determined to assume roles as teacher leaders within their school and district
community.
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References Azzam, A. (2005, October). Reading at Risk. Educational Leadership, 63(2), 80-89. Bakken, J.P. & Whedon, C.K. (2002). Teaching Text Structure to Improve Reading
Comprehension. Intervention in School and Clinic, 37 (4), 229-233. Retrieved October 16, 2006 from Wilson database.
Bintz, W.P. (1997). Exploring Reading Nightmares of Middle and Secondary School Teachers.
Journal of Adolescent and Adult Literacy, 41(1), 12-24. Retrieved November 8, 2006 from ERIC database.
Brown, J. & Fisher, P. (2006). Balanced Literacy: One School’s Experience. Principal
Leadership, 7(1), 38-40. Retrieved October 14, 2006 from Wilson database. Bulgren, J., & Scanlon, D. (1997-98). Instructional routines and learning strategies that
promote understanding of content area concepts. Journal of Adolescent & Adult Literacy, 41(4), 292-302.
D’Arcangelo, M. (2002, November). The Challenge of Content-Area Reading. Educational
Leadership, 60(3), 12-15. Retrieved October 14, 2006 from Wilson database. Dawkins, W. (2005 May/June). Is Anybody Out There? Black Issues Book Review, 7(3), 10. Gambrell, L.B., Kapinus, B.A., & Wilson, R.M. (1987). Using Mental Imagery and
Summarization to Achieve Independence in Comprehension. Journal of Reading, 30, 638-642.
Glencoe/McGraw-Hill, Teaching Today. April 2005. Reading in the Content Areas: Strategies
for Success. Retrieved July 18, 2006, from http://www.glencoe.com Harvey, S., & Goudvis, A. (2000). Strategies That Work: Teaching Comprehension to Enhance
Understanding. Portland, Maine: Stenhouse Publishers. Hill-Clark, K. (2005). Families as Educators: Supporting Literacy Development. Childhood
Education, 82(1), 46-47. Retrieved November 12, 2006 from ERIC database. Holt, Rinehart, and Winston. (2004). First Course Holt Assessment: Literature, Reading, and Vocabulary. Orlando: Harcourt Education Company. Holt, Rinehart, and Winston. (2004). Second Course Holt Assessment: Literature, Reading, and Vocabulary. Orlando: Harcourt Education Company. Kain, D. (1998). I’ve got a great idea. We’ll use a hump! Team Dialogues. In Camel-makers:
Building effective teacher teams together (pp. 44-49). Columbus, OH: National Middle School Association.
61 Lenz, E. (October, 2005). Student Accountability: Guided Reading Kidstations. The Reading
Teacher, 59(2), 144-56. Retrieved October 14, 2006 from First Search database. Literacy in Smithfield Schools. (2004). Smithfield School Department. 23 October 2006. Available: http://www.smithfield-ps.org/LITERACY.htm Neufeld, Paul. (January, 2006). Comprehension Instruction in Content Area Classes. The
Reading Teacher, 59(4), 302-12. Retrieved October 16, 2006 from First Search database. Park, Travis Dale. (2005). Effect of Content Area Reading Strategy on Achievement in
Secondary Agriscience. Unpublished doctoral dissertation, University of Florida. Pearson, P.D., & Dole, J.A. (1987). Explicit Comprehension Instruction: A review of research
and a new conceptualization of instruction. The Elementary School Journal, 88, 151-165. Rhoder, Carol. (2002). Mindful reading: Strategy training that facilitates transfer. Journal of
Adolescent & Adult Literacy, 45, 498-512. Retrieved December 19, 2005, from Article First database.
Robb, L. (2003, January/February). Strategies for Getting the Most from Textbooks. Instructor,
112, 36-38. Tovani, Chris. (2000). I Read It, But I Don’t Get It: Comprehension Strategies for Adolescent
Readers. Portland, Maine: Stenhouse Publishers. Tovani, Chris. (2004). Do I Really Have to Teach Reading? Content Comprehension, Grades 6-
12. Portland, Maine: Stenhouse Publishers. Vacca, R. T. (2002). Making a difference in adolescents’ school lives: Visible and
invisible aspects of content area reading. In A. E. Farstrup & S. J. Samuels (Eds.) What research has to say about reading instruction. Newark, DE: International Reading Association.
Vygotsky, L.S. (1978). Mind in Society: The development of higher psychological processes.
Cambridge, MA: Harvard University Press. Wignell, Edel. (2001, July). With reluctant readers, try horror. ERA-Publications (On-line).
Available: http://www.era-publications.com.au/papersreluctantreaders.html Yankelovich, Inc. & Scholastic, Inc. (2006, June). Scholastic Kids and Family Reading
Report. New York, New York. Available: http://www.scholastic.com/aboutscholastic/news/reading_survey_press_call_2.pdf
APPENDIX A
STUDENT READING COMPREHENSION ENTRANCE SURVEY
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Part II. Please check the appropriate box based on the strategies you use when you read to help you better understand the text.
Frequently (3)
Sometimes (2)
Never (1)
Newspapers
Magazines
Novels
Websites
Poems/song lyrics
Plays
Historical books
Auto/biographies
Comics
Manuals/instructions
E-mail/chat rooms
Textbooks/assignments
Frequently (3)
Sometimes (2)
Never (1)
1. I re-read something when I don’t understand.
2. I skim for main ideas and key phrases when I start a new chapter in a textbook.
3. I read confusing phrases and sentences out loud.
4. I have someone else read a passage to me when I’m confused.
5. I try to figure out the author’s purpose (e.g. entertain, persuade, inform)
Name: ________________________________________________ Directions: Take some time to give me some background information about your comfort and experience with reading. The more honest your answers, the better I can address your needs and help you better comprehend what you read. Please take this survey seriously and work through it INDEPENDENTLY (i.e. there is no need for discussion with your peers). If you feel something is unclear or don’t understand a question, just ASK me. Part I. For each of the following genres, mark how frequently you read each type of literature (Frequently, Sometimes, Never).
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Part III. Your opinion on the subject… Reflect on each of the following questions, then respond, and make sure to explain the WHY. Self-evaluation of your ability as a reader: Mark where you believe you fall on the 1-10 scale below.
0 5 10
Struggling reader Sometimes I understand, I understand almost but certain types of text are everything I read
more challenging WHY did you place yourself at this spot on the number scale? Check the statement below that best matches what you believe… WHY you believe this statement is true?
6. I make predictions about what may come next in my reading.
7. I look for the author’s main point, idea, or thesis.
8. I ask myself “what do I already know?” (use prior knowledge)
9. I make connections to other things I’ve read or events I’ve heard about.
10. I try to figure out how the text is organized.
11. I take notes, use post-its, and/or highlight for understanding when I read.
12. I use my imagination to help me understand (e.g. webs, mental pictures)
13. I understand better after trying to draw or map what I read.
14. I can make a good guess about the meaning of an unknown word by making sense of what is being said in context.
15. I study the title and pictures or photographs, and try to predict what the selection is about.
16. I break new or difficult words into familiar chunks in order to pronounce the words properly.
17. I think about movies, TV shows or books that might be similar to what I’m reading in some way.
18. I discuss text with others (parents, friends, teacher) to clear up confusing parts.
19. I ask myself questions about what I read.
20. I think about why I am reading the selected text (i.e. “What am I supposed to get out of this?”).
APPENDIX B
PARENT READING COMPREHENSION ENTRANCE SURVEY
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Part II.
Never
Sometimes, but not
every week
Once /week
2-3 times/week
More often than 2-3
times/week
Does your child read for pleasure?
Does your child read magazines or the newspaper?
Do you share information that you read with your child?
How much time does your child spend reading on his/her own? (Something NOT assigned as homework)
How often does your child see other family members reading?
Do you communicate with your child about what he/she is reading?
Do you communicate with your child regarding his/her comfort with reading?
No Yes
Do you encourage your student to finish a book that he/she has started?
Do you believe that your child has difficulty reading and comprehending?
Has your student shared any ways they have learned to improve their reading comprehension with you?
Directions: Please answer the following questions as honestly as possible. Your answers will be used to help increase student reading comprehension through the research study, Improving Reading Comprehension through the Application and Transfer of Reading Strategies. Please return this form by Monday, August 28, 2006. There is no need to include your name. Part I.
APPENDIX C
CONSIDERING COMPREHENSION TEACHER SURVEY
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Part II.
What seems to be the most obvious reading problem(s) of your students in the past? What do you think are the barriers to students’ reading comprehension success?
Never
Sometimes, but not
every week
Once /week
2-3
times/week
More often than 2-3
times/week
Does your content area require in-class reading?
Does your content area require out-of-class reading?
Do you devote time in class for silent student reading?
Are content materials in your classroom on different grade levels for meeting various needs of students?
Is support present for struggling readers and writers in your classroom?
How often do you engage students as active partners in learning?
Directions: Please answer the following questions as honestly as possible. Your answers will be used to determine classroom practices in all areas and the materials used to help students learn. Your feedback will help to increase student reading comprehension through the research study, Improving Reading Comprehension through the Application and Transfer of Reading Strategies. Part I.
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In my observations, students... Frequently (3)
Sometimes (2)
Never (1)
Re-read something when they don’t understand.
Skim for main ideas and key phrases when they start a new chapter in the textbook.
Look for the author’s main point, idea, or thesis.
Make connections to other things they have read or events heard about.
Try to figure out how the text is organized.
Take notes, use post-its, and/or highlight for understanding when they read.
Study the title and pictures or photographs, and try to predict what the selection is about.
Discuss text/ask questions with others (parents, friends, teacher) to clear up confusing parts.
Identify the area of difficultyIdentify the area of difficultyIdentify the area of difficultyIdentify the area of difficulty:::: Use an appropriate fixUse an appropriate fixUse an appropriate fixUse an appropriate fix----up strategyup strategyup strategyup strategy::::
Did I...run into difficulty with vocabulary (words)? � Skip the word and read to the end of the sentence or segment, trying to use other words to help you figure it out.
� Guess the meaning or substitute a word that seems to fit and see if it makes sense.
Did I...stop concentrating? � Reread the segment. � Read aloud—it can really help to hear the text.
Did I...read it too fast? � Slow down and reread, or read aloud.
Did I...lose the overall meaning of the text (or not understand how it relates to what I already read?)
� Break down the confusing segment with what came before or what comes afterward.
Did I...not understand the topic of my reading? � Identify the topic and try to connect it to prior knowledge. What do you know about a similar topic that might help you?
Did I...lose a mental picture (the movie in my mind)? � Try to create a picture in your head of what is going on or try mapping the plot/details on paper.
Did I...try to use a strategy that didn’t work? Not know which strategy to try?
� Read on and see if the confusion clears up. � IF STILL CONFUSED, try another strategy, or
mark/highlight the section and ask for help.
Read a passage
of text. 2 Determine at what poinDetermine at what poinDetermine at what poinDetermine at what points you will pause to ask yourselfts you will pause to ask yourselfts you will pause to ask yourselfts you will pause to ask yourself:
Does this make sense?
Can I retell important parts of the last paragraph or page?
Can I summarize what I read in my own words?
Are my predictions correct, or do I need to change them?
3 If you can answer
YESYESYESYES, great; continue
reading (back to #1)!
If NONONONO, continue to #4.
AskAskAskAsk: When did the
reading become confusing?
When did I “zone out”?
5
1
4
APPENDIX G
SELF-MONITORING T-CHART~CLASSROOM A
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A confusing part of the text was… Fix-up Strategy Used...
Directions: As you read your text selection, be sure to monitor your comprehension of the text.
Fill out the t-chart below as you stop to assess your understanding; we will share the challenging
parts of the text and your selection of “fix-up” strategies when we return to whole group
APPENDIX H
SELF-MONITORING T-CHART~CLASSROOM B
82 Name: _________________________
Lit/LA
Tracking Your Thoughts…
Directions: Reading is an INTERACTIVE process; it truly is exercise for the brain! While reading, good readers process so many thoughts that they may not even realize when they are making predictions, questioning, and answering. In the organizer provided below, track AT LEAST SIX reading strategies that you use while reading “Broken Chain.” Use the following
key to code your thoughts (see the example in the organizer if you’re still confused).
V= visualize P= prediction ?= question
C= connection R= re-read I= Inferring
**= New word/confusing passage
Pg. # Reading Strategy Used : What I’m thinking… p. 17 P and ? Based on the title, the picture of the bike
faded into the background and the picture of the boys, I think this story will involve a boy and his broken bike. The word “broken” also leads me to believe that disappointment may occur within the story. However, the picture of the boys smiling tells me something different. Their smiles indicate happiness rather than sadness/upset. I wonder if the mood of the story will be one of delight or sadness/conflict?
“Broken Chain”
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Pg. # Reading Strategy Used: What I’m thinking…
APPENDIX I
VISUALIZING GRAPHIC ORGANIZER
84 Name:______________________________
Lit/LA
"Proficient readers spontaneously and purposely create mental images "Proficient readers spontaneously and purposely create mental images "Proficient readers spontaneously and purposely create mental images "Proficient readers spontaneously and purposely create mental images while and after they read. The images emerge from all five senses as while and after they read. The images emerge from all five senses as while and after they read. The images emerge from all five senses as while and after they read. The images emerge from all five senses as well as the emotions and are anchored in a reader's prior knowledge."well as the emotions and are anchored in a reader's prior knowledge."well as the emotions and are anchored in a reader's prior knowledge."well as the emotions and are anchored in a reader's prior knowledge." -- Keene and Zimmerman, Mosaic of Thought
What is visualization?
Why should we try to visualize (make a movie in our mind)?
� Mental images surface from all _________________________, as
well as _____________________, and are connected to a reader's
_______________________ knowledge.
� Students depend on _________________________ to create
mental images. The details help students become engaged and
make meaning of the text.
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To practice “making a movie in our mind”, we are going to use a Guided
Imagery exercise. In order for this to work effectively, you need to listen
carefully and follow my directions.
� To “make a movie in your mind”, you need to have an “open-mind”!
Describe your visualization below (remember...details are key!):
Have you ever heard the expression “a picture is worth a thousand words”?? In
the case of visualizing, this is quite true. In this lesson, you are going to turn the
author’s words into pictures, symbols, or doodles.
Piece I:
1.) You will be selecting a short story to read independently.
2.) While you are reading, you will keep a visual journal. In other words, you
will be doodling (yes, for once you can do this without getting called on
it☺!)...drawing pictures, shapes, symbols, and thinking about color.
3.) Cover your page with doodles. Use as few or as many as you wish. Just
be sure you cover all the elements of the short story (setting, plot,
character, point of view, theme).
4.) After you finish reading and journaling, look over your journal doodle and
see if there are any doodles you wish to add or change.
Piece II:
1.) You will get into a group with the other students who have read the same
short story you have (I will help get you organized and make any necessary adjustments). 2.) Assign cooperative group roles (Recorder/Doodler, Reporter, materials
manager, timer/encourager).
3.) Share your journals in the groups; make sure to explain your doodles and
use the visuals to help discuss the plot of the story.
4.) Decide which doodles from the journals would best tell your story to the
rest of the class. Remember, some peers haven’t read your story. 5.) Using the paper and markers provided, create your Doodle Splash,
artistically and logically arranging your doodles on the paper.
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*Be sure to use dark, bright colors and make the doodles large enough to be seen from a bulletin board or the wall. 6.) Place the title of your short story and the author’s name somewhere on
your Doodle Splash.
Piece 3: Presenting and Discussing Doodle Splashes
1.) When your group is called upon, go to the front of the class
and present your Splash, explaining how your chosen doodles tell
your story.
2.) Be sure that you cover all of the elements of the short story
in your presentation, paying special attention to
the conflict (and type– e.g. external, internal) and theme.
3.) While other groups are presenting, pay close
attention (maybe even doodle about their story!!).
4.) When all groups have presented, you will be expected to take
part in a class discussion, comparing and contrasting the different
stories. Use the doodle notes you took during the presentations
to help you in discussion.
You may select one of the following three stories...however, we need each
story to be read by at least 4 people...so we will have two groups doodling
the same story.
Short Story Selections:
A.) There Will Come Soft Rains (p. 265)
A science fiction story set in California in 2026. Although technological
marvels have become routine for the McClellan’s family...will technology
prevail?
B.) The Flying Machine (p. 303)
A fairy-tale-like story that takes place in ancient china and uses Emperor
Yuan to warn people about dangers in the world around them.
C.) The Fog Horn (p. 319)
A suspense story that questions how similar monsters are to human beings.
Do we see ourselves in the monster, and the monster in us?
APPENDIX K
IDENTIFYING FOUR TYPES OF QUETIONS
88 Name:_____________________________
Lit/LA
Questions...open the door to understanding!Questions...open the door to understanding!Questions...open the door to understanding!Questions...open the door to understanding!
Questions...are at the heart of teaching and learning!Questions...are at the heart of teaching and learning!Questions...are at the heart of teaching and learning!Questions...are at the heart of teaching and learning!
~Stephanie Harvey
Readers ask questions ___________________,
__________________, and ______________________ reading.
Finding Theme/Impt. Ideas in Fictional Text Date: _________________
� Look for repeated words and _______________________ (recycled) themes!!
� Examine what the writer is saying. Examine what the writer is saying. Examine what the writer is saying. Examine what the writer is saying. Consider these questionsConsider these questionsConsider these questionsConsider these questions:
� How has the main charactercharactercharactercharacter changed over the course of the story? Is he/she _____________________ (stayed the same) or ___________________ (changed)? What has the character learned/discovered by stories end?
� Which scenes or passages strike you as especially important to the
story? WHY? � What is the story’s titlestory’s titlestory’s titlestory’s title? Does it reveal anything about the story? � AFTER READING, ask yourself: what message is the writer trying to
send? What is the purpose of the textpurpose of the textpurpose of the textpurpose of the text?
By definition, it is:
1.) A ____________________________ about our lives
2.) A discovery of a __________________ about the human
experience
3.) An underlying (or hidden) idea, m_____________, and/or
lesson that gives the story its d______________ and meaning.
91
� Stories tend to focus on the big topics in everyone’s lives; for examplefor examplefor examplefor example: 1.) ___________________________________ 2.) ___________________________________ 3.) ___________________________________
THEME:THEME:THEME:THEME: Where we’ve seen it/heard it Where we’ve seen it/heard it Where we’ve seen it/heard it Where we’ve seen it/heard it
I begin with the young. We older pones are used up… But my magnificent youngsters! I begin with the young. We older pones are used up… But my magnificent youngsters! I begin with the young. We older pones are used up… But my magnificent youngsters! I begin with the young. We older pones are used up… But my magnificent youngsters! Look at these men and boys! What material! With them, I can create a new world.Look at these men and boys! What material! With them, I can create a new world.Look at these men and boys! What material! With them, I can create a new world.Look at these men and boys! What material! With them, I can create a new world.
————Adolf HitlerAdolf HitlerAdolf HitlerAdolf Hitler
Imagine you and your partner are journalists on an assignment to create a documentary on the effects of the Nazi genocide...except with a twist...reporting from the perspective of Hitler’s Youth. Now that we have read and discussed various texts that seem to take on the point of view of Hitler’s victims, let’s challenge our thinking and examine a text that provides some perspective on those who followed Hitler’s teaching and why. Instead of reading the entire piece, Hitler’s Youth, each of you will be assigned a partner to work with and a section of the text to read and analyze. As you work, keep in mind the essential question~”Do you believe that most people are good at heart?” Try to find a way to integrate this theme into your “documentary”. You will be given TWO literature class periods to read and discuss the information, then decide on how you will present your section of the text and prepare. Assigned Section: __________________________________Assigned Section: __________________________________Assigned Section: __________________________________Assigned Section: __________________________________ Here is the schedule you need to follow to stay on track~
(Infer main idea/theme; evaluate (Infer main idea/theme; evaluate (Infer main idea/theme; evaluate (Infer main idea/theme; evaluate & draw conclusions from written & draw conclusions from written & draw conclusions from written & draw conclusions from written text and text features)text and text features)text and text features)text and text features)
10101010
8888
6666
4444
2222
0000
FOCUS
(Documentary displays creative (Documentary displays creative (Documentary displays creative (Documentary displays creative thinking with effective opening & thinking with effective opening & thinking with effective opening & thinking with effective opening & closing)closing)closing)closing)
10101010
8888
6666
4444
2222
0000
SUPPORT/ELABORATION
(Provide sufficient support for (Provide sufficient support for (Provide sufficient support for (Provide sufficient support for main idea/theme; elaborate &main idea/theme; elaborate &main idea/theme; elaborate &main idea/theme; elaborate & interpret details) interpret details) interpret details) interpret details)
10101010
8888
6666
4444
2222
0000
SPEAKING/LISTENING
(Presents w/ poise, Speech is (Presents w/ poise, Speech is (Presents w/ poise, Speech is (Presents w/ poise, Speech is clear and in a knowledgeable clear and in a knowledgeable clear and in a knowledgeable clear and in a knowledgeable voice, eye contact is maintained) voice, eye contact is maintained) voice, eye contact is maintained) voice, eye contact is maintained)
10101010
8888
6666
4444
2222
0000
Pesa’s Presentation Pointers~
� Take on the role of a reporter~be creative!!!!!!!Take on the role of a reporter~be creative!!!!!!!Take on the role of a reporter~be creative!!!!!!!Take on the role of a reporter~be creative!!!!!!!
� Make consistent eye contact with everyone in your Make consistent eye contact with everyone in your Make consistent eye contact with everyone in your Make consistent eye contact with everyone in your audience (not just me)audience (not just me)audience (not just me)audience (not just me)
� Avoid fidgeting, laughing and leaningAvoid fidgeting, laughing and leaningAvoid fidgeting, laughing and leaningAvoid fidgeting, laughing and leaning
� Avoiding speaking too quickly and/or quietlyAvoiding speaking too quickly and/or quietlyAvoiding speaking too quickly and/or quietlyAvoiding speaking too quickly and/or quietly
APPENDIX P
MAKING CONNECTIONS GRAPHIC ORGANIZER
98 Name:__________________________
Lit/LA
A Bridge from the New to the Known
Making Connections means…
So, you must use your __________________ _____________________ and past
__________________ to better understand what you are reading.
Three Three Three Three types of connections:types of connections:types of connections:types of connections:
*NOTE: Some connections cross boundaries and could be considered more than
one type of connection
OUR GOAL=TO MAKE MEAOUR GOAL=TO MAKE MEAOUR GOAL=TO MAKE MEAOUR GOAL=TO MAKE MEANINGFUL CONNECTIONS!NINGFUL CONNECTIONS!NINGFUL CONNECTIONS!NINGFUL CONNECTIONS!!!!! What does this mean?
Now that we have read several selections in our unit entitled, The Human Spirit, let’s try to
make text-text connections and think about how the main ideas and/or themes of the
selections tie into one another. (Hint: Even think about why this unit is called The Human
Spirit.)
99 In groups of THREE, your task is to try to create solid texttexttexttext----text text text text connections using multiple
examples from various readings from the unit. BE SPECIFIC (try to provide page numbers)!
Note your connections in the box below. Be prepared to share connections and examples with
the class.
Now try to challenge your thinking even more...how about texttexttexttext----world world world world connections? Think about
the themes we’ve discussed in these selections...can any apply today? How/Why?
It Says (Textual evidence)It Says (Textual evidence)It Says (Textual evidence)It Says (Textual evidence) I Say (prior knowledge)I Say (prior knowledge)I Say (prior knowledge)I Say (prior knowledge) And So…(My inference)And So…(My inference)And So…(My inference)And So…(My inference)
1. Pg. 53Pg. 53Pg. 53Pg. 53–––– Why doesn’t Jeffrey Why doesn’t Jeffrey Why doesn’t Jeffrey Why doesn’t Jeffrey want to be called by his want to be called by his want to be called by his want to be called by his
• He was afraid of losing his name...the only thing he had left from his father and mother
I know that Jeffrey has a lot of times in the book where he is worried about belonging and who he is.I know it can be annoying to get called something by friends without being asked first.
Jeffrey wants to hold onto the one gift his parents gave him, his name. Also, he wants to be known as someone with a REAL name and identity, not just some “maniac” kid.
2. Pg. 56– What does the narrator mean when he states, “Everything did not love him back” ?
103
3. pg. 57 & 58– Why can’t Maniac see the difference between “color”/ different races?
It Says (Textual evidence)It Says (Textual evidence)It Says (Textual evidence)It Says (Textual evidence) I Say (prior knowledge)I Say (prior knowledge)I Say (prior knowledge)I Say (prior knowledge) And So…(My inference)And So…(My inference)And So…(My inference)And So…(My inference)
4. Pg. 62– Why does the older man tell Jeffrey to go home? Why do you think younger people don’t care that Jeffrey is on the East End, but some adults do?
5. Pg. 86– Why does Grayson (the old man at the zoo) have a puzzled look on his face when Jeffrey tells him “not if they don’t find me” ?
6. Your group’s turn...create a question that requires you to “Read between the lines” and make an inference….
to form an original idea, new way of thinking, or new creation.
⇒ Synthesizing can be compared to a _________________________. Students must arrange pieces of information until they see a new pattern emerge.
⇒ Synthesizing allows readers to ___________________ their _______________________.
⇒ In order to synthesize what they read, readers need to _______________ every now and then, ____________ about what they read, and make ________________ before continuing on through the text.
⇒ When readers synthesize, they
� ______________ and _________________ their thoughts before reading on
� Determine ____________________ ideas from less importance ones (This sounds like ___________________________________________)
� ________________________ the info by briefly identifying the main points
� Make ________________________________ or _____________________________
about the info they read � _________________________ their reading by integrating new infromation with __________ _____________________________ to form a new idea, opinion, or perspective
106
Stem statements & Questions to think about when asked to synthesize information
� Now I understand that …
� This gives me an idea…
� This compared to …
� This was different from …
� Can you select 3 or 4 key events/ideas from the text and retell/summarize them in your own words?
� Determining the purpose of a chapter or a book?
� Can you separate the literal information about the character from the conclusions you drew?
� Can you give several effects of a decision in the text or in the world?
Remember….SYNTHESIZING means combining new ideas with what you already know to form a new and different idea!
APPENDIX U
SYNTHESIZING INTRODUCTORY ACTIVITY
107 Lit.– Classwork Name: ____________________
Block: ________ Date: _______
As I read aloud See the Ocean, record certain parts of the text which lead you to use one of the “BIG 8” comprehension strategies. Challenge yourself to use a variety of the
strategies, and see how many you apply during the reading. Make sure to complete the final
column, which explains HOWHOWHOWHOW that particular strategy helps you understand the story better.
(*Record AT LEAST 3 entries)
Word/phrase that Word/phrase that Word/phrase that Word/phrase that
prompted you to use a prompted you to use a prompted you to use a prompted you to use a
strategy...strategy...strategy...strategy...
Strategy used:Strategy used:Strategy used:Strategy used: How it helps you to How it helps you to How it helps you to How it helps you to
better comprehend the better comprehend the better comprehend the better comprehend the
text...text...text...text...
Example: “When she was a Example: “When she was a Example: “When she was a Example: “When she was a
baby...She never cried when baby...She never cried when baby...She never cried when baby...She never cried when
the saltwater stung her eyes or the saltwater stung her eyes or the saltwater stung her eyes or the saltwater stung her eyes or
when sand got in her mouth”when sand got in her mouth”when sand got in her mouth”when sand got in her mouth”
QUESTIONING-Why
wouldn’t a baby be frightened
or cry when a wave washed
over her??
Asking this open question
helps me clarify that this baby
is not scared of the ocean;
makes me want to read on to
find out why this is so...
108
Word/phrase that Word/phrase that Word/phrase that Word/phrase that
prompted you to use a prompted you to use a prompted you to use a prompted you to use a
strategy...strategy...strategy...strategy...
Strategy used:Strategy used:Strategy used:Strategy used: How it helps you to better How it helps you to better How it helps you to better How it helps you to better
comprehend the comprehend the comprehend the comprehend the text...text...text...text...
After discussing and reviewing the strategies we used as a class, use the space below to write a
reflection (3-4 COMPLETE sentences) on Nellie’s character and her “ocean”. Use the entries
you made to help you respond. If you’re stuck or need some further direction, consider the following
questions:
? Why would the author write this story/what is the intended theme?
? If you could, would you change the ending of this story? Why?
? What comprehension strategies were most helpful as you tried to make
Directions: To practice synthesizing, each of you will be responsible for selecting a piece of informational text and applying the various reading strategies we’ve discussed this year in order to make meaning of the text. You will work in your readers workshop groups for support, although each of you may be reading a different text/article.
Once you have read the text and taken note of key ideas and strategies used...hopefully you will find new meaning in the text! You will have today and tomorrow to work on the text. You will share your article and ideas with your group on Thursday.Thursday.Thursday.Thursday. Group A & B Reading Choices:Group A & B Reading Choices:Group A & B Reading Choices:Group A & B Reading Choices: Group C & D Reading Choices:Group C & D Reading Choices:Group C & D Reading Choices:Group C & D Reading Choices: Ships of Shadows Greg Mendel’s Genetic Theory People of the 20th Century The Supreme Court Olympic Games Breaking the Code Extreme Rocket Flight
�Don’t forget to use your before reading strategies...check out the title and text features to help you predict what the text will be about. ���Hint: Remember this is informational text...so use the text features and structure to help you determine important ideas!
Use the organizer provided on the back side to note of the strategies that
helped you to synthesize the ideas and find new meaning! Homework=Homework=Homework=Homework= continue working on text & be ready to share with continue working on text & be ready to share with continue working on text & be ready to share with continue working on text & be ready to share with your group on Thursday!!!your group on Thursday!!!your group on Thursday!!!your group on Thursday!!!
110
Word, phrase, or Word, phrase, or Word, phrase, or Word, phrase, or
FeaFeaFeaFeature that ture that ture that ture that
prompted you to prompted you to prompted you to prompted you to
use a strategy...use a strategy...use a strategy...use a strategy...
Strategy used:Strategy used:Strategy used:Strategy used: How it helps you to How it helps you to How it helps you to How it helps you to
the text &/or the text &/or the text &/or the text &/or
Possible ResponsePossible ResponsePossible ResponsePossible Response
111 Now that you have applied various strategies to the text...what conclusions Now that you have applied various strategies to the text...what conclusions Now that you have applied various strategies to the text...what conclusions Now that you have applied various strategies to the text...what conclusions can you draw? can you draw? can you draw? can you draw?
If your stuck...think about the following ideas…If your stuck...think about the following ideas…If your stuck...think about the following ideas…If your stuck...think about the following ideas… ⇒ Now I understand that … ⇒ This gives me an idea… ⇒ This compared to … ⇒ This was different from … ⇒ Can you select 3 or 4 key events/ideas from the text and retell/summarize
them in your own words? ⇒ Determining the purpose of a chapter or a book? ⇒ Can you separate the literal information about the character from the
conclusions you drew? ⇒ Can you give several effects of a decision in the text or in the world?
APPENDIX W
ADVANCED LANGUAGE ARTS “VOICES” ACTIVITY
112 Name:___________________________ Advanced Literature
Directions: To practice synthesizing ideas in a text, we are going to
break into cooperative groups (see readers workshop groups posted on chalkboard) and analyze the voices in the text, Voices in the Park. Each group will be responsible for analyzing a voice. (Hint: think about how you can apply the other reading strategies we’ve discussed this year and the meaning you can make out of the text). Each group will present their analysis/interpretation of the text by explaining the strategies & answers they found. In addition, the group will need to turn in ONE completed graphic organizer that outlines the strategies and meaning discussed. This organizer will be taken as a grade! Roles (according to height tallest to
shortest):
Materials Manager�overhead transparencies, pen/pencil, voice assignment for group
Task Master X 2�keep your group on task, watch the clock, encourage your team to keep moving ahead, support your team when “times get tough”!
Recorder X 2�take notes on the graphic organizer that outlines strategies & meaning/analysis
Reporter X 5�EVERY group member is responsible for presenting ideas, sharing findings with the class, & field questions from the class and me Day 1 Monday1Monday1Monday1Monday1
1.27.061.27.061.27.061.27.06 Arrange groups, get organized, ask questions, read and begin discussing text with the group
Day 2 Tues.11.28
.06 Continue reading, applying strategies, discussing, and making meaning of the text
Day 3
**If needed Weds.11.2
9.06 Determine key information to present, decide on how to share ideas and prepare
113 Day 4 Thurs.11.
30.06 Present ideas to the class in large group
RUBRIC RUBRIC RUBRIC RUBRIC (This will be used to assess the presentation and completed graphic organizer)::::
(Evaluate & draw conclusions from (Evaluate & draw conclusions from (Evaluate & draw conclusions from (Evaluate & draw conclusions from written text and text features)written text and text features)written text and text features)written text and text features)
10101010 8888 6666 4444 2222 0000
READING COMPREHENSIOREADING COMPREHENSIOREADING COMPREHENSIOREADING COMPREHENSION N N N
STRATEGIESSTRATEGIESSTRATEGIESSTRATEGIES
(Evidence of multiple strategies applied (Evidence of multiple strategies applied (Evidence of multiple strategies applied (Evidence of multiple strategies applied to text, attempt to support/answer to text, attempt to support/answer to text, attempt to support/answer to text, attempt to support/answer strategy used, explain how strategy strategy used, explain how strategy strategy used, explain how strategy strategy used, explain how strategy helped to analyze the text)helped to analyze the text)helped to analyze the text)helped to analyze the text)
(Presents w/ poise, Speech is clear and (Presents w/ poise, Speech is clear and (Presents w/ poise, Speech is clear and (Presents w/ poise, Speech is clear and in a knoin a knoin a knoin a knowledgeable voice, eye contact is wledgeable voice, eye contact is wledgeable voice, eye contact is wledgeable voice, eye contact is maintained) maintained) maintained) maintained)
� Make consistent eye contact with everyone in your audience (not just me)
� Avoid fidgeting, laughing and leaning
� Avoiding speaking too quickly and/or quietly
� EVERYONE takes their turn to share ideas
114 Word, phrase, or Word, phrase, or Word, phrase, or Word, phrase, or
image that image that image that image that
prompted you to prompted you to prompted you to prompted you to
use a strategy...use a strategy...use a strategy...use a strategy...
Strategy Strategy Strategy Strategy
used:used:used:used:
How it helps you How it helps you How it helps you How it helps you
to better to better to better to better
comprehend the comprehend the comprehend the comprehend the
text &/or Possible text &/or Possible text &/or Possible text &/or Possible
ResponseResponseResponseResponse
Example: image of lady appears to
be a gorilla
QUESTIONING-
Why is the woman
represented as a gorilla?
Asking this complex question
helps to set a purpose as I
continue to read; makes me want
to read on to find out why this is
so...
115 Word, phrase, or Word, phrase, or Word, phrase, or Word, phrase, or
image that image that image that image that
prompted you to prompted you to prompted you to prompted you to
use a use a use a use a strategy...strategy...strategy...strategy...
Strategy Strategy Strategy Strategy
used:used:used:used:
How it helps you How it helps you How it helps you How it helps you
to better to better to better to better
comprehend the comprehend the comprehend the comprehend the
text &/or Possible text &/or Possible text &/or Possible text &/or Possible
ResponseResponseResponseResponse
Now that you have applied various strategies to the text...what conclusions can you draw? What is the intended message/theme of the voice you analyzed?
Directions: Take some time to think about what you learned and how your experience with reading has changed over the course of the research study. Please answer the following questions as honestly as possible. Your answers will be used to measure growth upon completion of the research study, Improving Reading Comprehension through the Application and Transfer of Reading Strategies. The more honest your answers, the better I can address your needs as we continue throughout the school year. Please take this survey seriously and work through it INDEPENDENTLY (i.e. there is no need for discussion with your peers). If you feel something is unclear or don’t understand a question, just ASK me.
Part I. Please check the appropriate box based on the strategies you use when you read to help you better understand the text.
Frequently
(3) Sometimes
(2) Never (1)
1. I re-read something when I don’t understand.
2. I skim for main ideas and key phrases when I start a new chapter in a textbook.
3. I read confusing phrases and sentences out loud.
4. I have someone else read a passage to me when I’m confused.
5. I try to figure out the author’s purpose (e.g. entertain, persuade, inform)
6. I make predictions about what may come next in my reading.
7. I look for the author’s main point, idea, or thesis.
8. I ask myself “what do I already know?” (use prior knowledge)
117 9. I make connections to other things I’ve read or events I’ve heard about.
10. I try to figure out how the text is organized.
11. I take notes, use post-its, and/or highlight for understanding when I read.
12. I use my imagination to help me understand (e.g. webs, mental pictures)
13. I understand better after trying to draw or map what I read.
14. I can make a good guess about the meaning of an unknown word by making sense of what is being said in context.
15. I study the title and pictures or photographs, and try to predict what the selection is about.
16. I break new or difficult words into familiar chunks in order to pronounce the words properly.
17. I think about movies, TV shows or books that might be similar to what I’m reading in some way.
18. I discuss text with others (parents, friends, teacher) to clear up confusing parts.
19. I ask myself questions about what I read.
20. I think about why I am reading the selected text (i.e. “What am I supposed to get out of this?”).
Part II. Your opinion on the subject… Reflect on each of the following questions, then respond, and make sure to
Explain the WHY.
1. Self-evaluation of your ability as a reader: Mark where you believe you fall on the 1-10 scale below.
0 5 10 1
Struggling reader Sometimes I understand, I understand but certain types of text are more challenging almost everything I read WHY did you place yourself at this spot on the number scale?
APPENDIX Y
PARENT READING COMPREHENSION POST-SURVEY
118
Directions: Please answer the following questions as honestly as possible. Your answers will be used to measure growth upon completion of the research study, Improving Reading Comprehension through the Application and Transfer of Reading Strategies. Please return this form by Tuesday, January 16, 2007.
Part I. No Yes
Do you believe that your child has difficulty reading and comprehending?
Do you believe your child’s ability to work through comprehension problems have improved during the first half of the school year?
Has your student shared any ways they have learned to improve their reading comprehension with you?
Part II. I have seen my student... Frequently
(3) Sometimes
(2) Never(1)
Re-read something when they don’t understand.
Make connections to other things they have read or events heard about.
Take notes, use post-its, and/or highlight for understanding when they read.
Display a willingness to discuss text/ask questions with others to clear up confusing parts
APPENDIX Z
CONSIDERING COMPREHENSION TEACHER SURVEY
120
Directions: Please answer the following questions as honestly as possible.
Part I. At this point in the school year, what seems to be the most obvious reading problem(s) for your students? Have you noticed an improvement in students’ ability to work through these problems using reading strategies? How so? Part II.
In my observations, students... Frequently (3)
Sometimes (2)
Never (1)
Re-read something when they don’t understand.
Skim for main ideas and key phrases when they start a new chapter in the textbook.
Look for the author’s main point, idea, or thesis.
Make connections to other things they have read or events heard about.
Try to figure out how the text is organized.
Take notes, use post-its, and/or highlight for understanding when they read.
Study the title and pictures or photographs, and try to predict what the selection is about.
Discuss text/ask questions with others (parents, friends, teacher) to clear up confusing parts.